1. Faculty Mentoring Faculty: Lessons Learned from a Formal Learning Technology Mentorship Program
Carin Chuang, Assoc. Professor of Computer Information Technology
Annette Coates, Clinical Assoc. Professor of Nursing
Karen Klosinski, Asst. Professor of Nursing
Christabel Rogalin, Assoc. Professor of Sociology
Anastasia Trekles, Clinical Asst. Professor of Instructional Technology
Sarah White, Continuing Lecturer of English.

2. “Technology Mentorship Program” Overview
A holistic and personalized approach to professional development in online/blended learning and teaching
Multiple opportunities for feedback and evaluation while developing and teaching a new course
Faculty get to know one another better across disciplines

3. Program Goals
Mentors (Guides) work with faculty Course Developers to create/re-create and deliver an online, face-to-face, or hybrid course
Each course is reviewed with the Quality Matters rubric
Overall goal is to increase technology use as well as course quality in delivery
Non-punitive, collegial environment

4. Guides
Complete Quality Matters or commensurate educational technology training/experience
Initiate and attend regular meetings with protégés (at least once monthly)
Informally review courses with Course Developers at the end of the first semester
Review courses with the other Guides at the end of the second semester and certify passing faculty
Stipends provided

5. Course Developers
Agree to complete development of a course that will be taught in the second semester
Any department , full-time or part-time
Any type of course – new, existing, online, traditional, hybrid
Guides can choose to work with faculty across multiple departments (up to 3 Course Developers per mentor)
Stay in regular communication with mentors throughout the academic year
Stipends provided

6. Informal Quality Matters Process
Mentors provide continual feedback on all areas of course
Objectives
Assessments
Interaction
Course Navigation
Accessibility
Formal review at end of spring semester is performed with all mentors together – collaborative effort

7. Ongoing Training and Support
Monthly workshops each semester on various topics chosen based on faculty interests and feedback (see
Faculty encouraged to use the tools and strategies that work best for them
No specific tool required other than the use of the LMS (BlackBoard)

8. Lessons Learned
Guides have learned a lot about their own teaching as well as supporting others
Gaining greater respect and building community
Ensuring that it’s not all about “online” encourages wider participation

9. Ongoing Challenges Time Consistent participation
Providing constructive criticism
Helping faculty choose the tools best for their courses
Taking things one step at a time

10. For the Audience
Have you tried/participated in course development programs similar to this?
What has worked? What hasn’t?
What have been the major hurdles to implementation of formal training programs for online/hybrid/technology-assisted teaching?

11. References
Barczyk, C., Buckenmeyer, J., Feldman, L., & Hixon, E. (2011). Assessment of a university-based distance education mentoring program from a quality management perspective. Mentoring & Tutoring: Partnership in Learning, 19(1), 5-24.
Huston, T., & Weaver, C.L. (2008). Peer coaching: Professional development for experienced faculty. Innovative Higher Education, 33(1), 5-20.
Pan, C., & Thompson, K. (2009). Exploring dynamics between instructional designers and higher education faculty: An ethnographic case study. Journal of Educational Technology Development and Exchange, 2(1), Retrieved from
Quality Matters Program (2014). QM research. Quality Matters. Retrieved from
Sener, J., & Shattuck, K. (2006). Research literature and standards sets support for Quality Matters review standards as of 12/5/05. Quality Matters.